Campus Behavior Specialist TOSA - Special Education - Sherwood Elementary - School Year 2026-2027

id='p7990_'>Campus Behavior Specialist TOSA - Special Education - Sherwood Elementary - School Year 2026-2027 JobID: 7990

Position Type:

Certified Professional/Elementary

Date Posted:

7/15/2026

Location:

Sherwood Elementary

Additional Information: Show/Hide

Spring Branch Independent School District

Job Description

Campus Behavior Specialist TOSA - Special Education

Job Title:Campus Behavior Specialist TOSA - Special EducationReports To:Building PrincipalClassification:ProfessionalWage/Hour Status:ExemptDays:188Salary:See Compensation Plan for New Hire Guide for Teachers Contract: Probationary/TermDate Revised:7/8/2026Primary Purpose:Coordinate the development, implementation, and continuous quality improvement of individualized behavior intervention and support systems for the most challenging behaviors of students with disabilities.Qualifications/Skills:

Education/Certification:

• Bachelor's degree from an accredited university.
• Valid Texas teaching certificate, Licensed Specialist in School Psychology or Board-Certified Behavior Analyst Certification preferred.
• Special education certification (PK-12)
• Certification must meet requirements for becoming and remaining qualified for this position in a manner required by Federal and/or State law.

Special Knowledge/Skills:

• Strong knowledge of positive behavioral intervention, support strategies and restorative practices.
• Ability to identify and analyze functions of behavior and apply appropriate interventions across multiple situations and settings.
• Ability to use student behavioral data to develop plans to affect change
• Ability to develop, implement and model effective behavior intervention strategies for nonverbal and low-verbal students.
• Strong organizational, communication, and interpersonal skills.
• General knowledge of curriculum and instruction.
• General knowledge of the Admission, Review, and Dismissal (ARD) Committee process, and the Individual Education Plan (IEP) goal-setting process and implementation.

Experience:

• Two (2) or more years of classroom teaching experience preferred or at least three years of working with students with significant behavioral challenges preferred.
• Previous experience working with special education students in a school environment preferred.

Major Duties and

Responsibilities:

Program Support:

• Plan, develop, and deliver professional development to support prevention and intervention of significant behavioral challenges.
• Provide district-wide training in de-escalation and restraint techniques according to the methodology used by the district, including but not limited to Mandt.
• Trained in de-escalation and restraint techniques as required by the district
• Teach and model classroom management and behavior support strategies to students, classroom teachers and campus-based staff.
• Analyze ABC data to identify needs, and then collaboratively participate with central unit and campus-based staff to establish goals and action plans in response to identified needs.
• Analyze behavioral data for students and schools to effectively develop behavior intervention plans in collaboration with central unit staff and campus-based staff.
• Collect data and monitor effectiveness of behavior interventions.
• Support campus-based staff in fidelity of implementation of behavior intervention plans for selected students.
• Respond to crisis calls from campuses and provide individualized behavior intervention to students and or programs in crisis.
• Maintain confidentiality.
• Provide direct instructional support; utilize district curriculum to present subject matter to students according to district guidelines. Ensure all accommodations stated in established Individual Education Plans (IEPs) are implemented.
• Conduct ongoing assessment of student achievement through formal and informal testing.
• Create classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students. Manage student behavior in accordance with Student Code of Conduct and student handbook.

Professional Growth and Development:

• Attend all required training related to job functions.
• Participate in staff development activities to improve job-related skills. Keep informed of and comply with state, district and school regulations and policies.
• Participate in district-level collaboration and training to continuously learn additional behavior support strategies (including program elements of SBS, Restorative Practices, TBSI training and Mandt certification).
• Compile, maintain and file all physical and computerized reports, records and other documents required.

Communication:

• Use effective communication skills to present information accurately and clearly.
• Collaborate with others to provide for learner needs.
• Establish and maintain open communication by conducting conferences with parents, students, principals, and teachers.
• Maintain a professional relationship with colleagues, students, parents, and community members.

Other:

• Perform other duties as assigned.

Supervisory

Responsibilities:Special Education Paraprofessional Staff assigned to support specific behavioral needsEquipment Used:Computer, copy machine, assistive technology devices and audio-visual machines. Safety equipment for behavioral crises, such as blocking padsWorking Conditions:

Mental Demands:

• Maintain emotional control under stress.
• This position requires participation in the most stressful of student behavioral dysregulation, including physical aggression, disrobing, urination, etc.
• Work with frequent interruptions.
• This position requires regular in-person interaction with the public.

Physical Demands:

• Frequent and/or prolonged standing, stooping, bending, pulling and pushing
• Move small stacks of textbooks, media equipment, desk and other classroom equipment.
• Physical capacity to lift, transfer and otherwise assist students with physical disabilities (e.g. ability to lift 50 lbs).
• Requires MANDT physical interaction techniques, which may include the use of restraint or blocking pads to ensure student and staff safety.

Spring Branch Independent School District is an Equal Opportunity Employer in compliance with Title IX and the Americans with Disabilities Act (ADA) of 1990 and does not discriminate on the basis of race, color, national origin, religion, gender, age, veteran status or disability.

The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required. By applying for this position, I acknowledge that I have read and understand the job description listed above.